Rest and Joy as Resistance: The Intersectionality of a First-Generation and Non-Native Faculty Member in Academia

As a first-generation and non-native English-speaking faculty member, I carry a deep sense of responsibility to represent myself in academia as a productive and competent scholar—first as a student and now as an educator. This responsibility often manifests as an intense internal pressure to overwork and over-deliver, fueled by the belief that success demands long hours, tireless effort, and personal sacrifice. Because English is not my first language, I often perceive myself as slower and needing more time to complete tasks thoroughly and effectively. These dynamics are compounded by feelings of guilt when I am not working, even in moments of fatigue or emotional exhaustion. The ongoing demand to meet expectations—from students, colleagues, family, and community—makes rest feel like a luxury I cannot justify. As Tricia Hersey affirms, "We must believe we are worthy of rest. We don't have to earn it. It is our birthright." This reflection explores how the intersection of first-generation status and linguistic identity shapes one's relationship to labor, productivity, and self-worth in academic spaces. In particular, it examines how intentional rest and moments of joy can function as radical acts of resistance within such high-pressure environments. Furthermore, it investigates what strategies faculty members from marginalized backgrounds can adopt to reclaim rest and joy as necessary parts of academic success and holistic well-being.